System and method for generation of worksbooks by software modules received from a central station

ABSTRACT

This invention is a computer based system for the assessment, management and instruction of students, and for the delivery of work pages and other instructional materials in the form of electronic student workbooks. The computer based assessment of the student produces a student profile including skill gaps or learning objectives. Teacher ( 20 ) and student ( 22 ) workstations are networked CPUs with pen-based tablet inputs, and displays network with a central processor ( 10 ) and data base. A director workstation may also be networked with the central processor. The central processor generates a teacher workbook either directly or with input from the director workstation. The teacher, or teacher and director together, assemble an electronic student workbook containing instructional materials correlated with the student profile. The system tracks useful data such as instructional material (e.g., textbook pages, work sheets, software, simulations, tests, etc.) delivered to students.

BACKGROUND OF THE INVENTION

It has long been an objective in education to automate the handwrittenpen and paper-and-pencil testing process and to develop a computer-baseddiagnostic and prescriptive student assessment system for use intutoring and supplemental education franchises, corporate education andschool-based learning centers. Educational testing organizations havestrived to allow teachers and learning center personnel to administer acomplete and accurate student assessment test battery using computers.In addition, once students have been assessed, it would be advantageousto automatically develop individualized student workbooks suited foreach particular student, and then automate the assembly and delivery ofinstructional material required by the individual student.

Currently, when a student enrolls in tutorial or supplementaleducational programs, he or she completes a series of primarilypaper-and-pencil diagnostic tests to identify subject-specific skillgaps. Once these tests are corrected and analyzed against a givencurriculum of subject-specific learning objectives, a teacher orsupervisor outlines a personalized program of instruction through whichthe student will master the subject.

It is an object of the present invention to automate the testingprocess. It is a further object of the present invention to provide acomputer system for administering a complete diagnostic test battery,including, as appropriate, vision and other tests. It is a furtherobject to gather information suitable for assisting in the diagnosis,prescription, and instruction of students, and to maintain appropriaterecords of the process.

Once a student has completed a test battery, it is an object of thepresent invention to diagnose and analyze the test results to identifythe student's skill gaps and produce a useful student profile. It is afurther object of the present invention to generate a personalized studyplan and prescription which can then be followed and tracked using anautomated delivery system for instructional materials. In short, it isalso an object of the present invention to generate more usefuldiagnostic, prescriptive, instructional and marketing information thanthe current battery of mostly paper-and-pencil tests presently provide.

It is yet another object of the present invention to develop a newautomated assessment system to replace the mostly paper-and-pencil testbattery presently administered in tutorial learning centers. Lastly,still further objects of the present invention are to enhanceassessment, improve effectiveness, streamline test administration anduse, increase profitability of tutorial learning centers utilizing thesystem of the invention, reduce administration and scoring costs,eliminate duplicate data entry between applications, support neweducational product development, improve instruction, upgrade processefficiency, increase student length-of-stay, enhance quality control,and improve data collection.

SUMMARY OF THE INVENTION

In accordance with the above objects, the present invention provides amethod of automated delivery of instructional material. The methodcomprises, in one embodiment, steps (a)-(e). Step (a) is generatingstudent profile data including skill gaps. Step (b) is generating anelectronic student workbook containing instructional material correlatedto the student profile data. Step (c) is displaying the electronicworkbook on a student workstation. Step (d) is collecting student inputdata input at the student workstation in response to instructionalmaterials. Finally, step (e) is updating the student profile data inresponse to the student input data.

Preferably, step (b) of generating an electronic student workbookfurther comprises steps (b1)-(b3). Step (b1) is generating an electronicteacher workbook containing a set of instructional materials correlatedto the student profile. Step (b2) is displaying the teacher workbook ona teacher workstation. Lastly, step (b3) is generating the studentworkbook from a subset of said instructional materials selected by inputinto the teacher workstation.

In another preferred embodiment, step (e) further comprises the stepsof: collecting student input data from the student workstation to theteachers workbook, and collecting teacher input data input into theteacher workstation. The student profile data is then preferably updatedin response to student input data and teacher input data.

In another embodiment, the method further comprises the step ofcollecting instructional material data corresponding to instructionalmaterials sent to a student, and calculating charges based on theinstructional material data. Such charges can be either student charges,or charges to the centers using the system for the use of copyrighted orproprietary instructional materials.

Step (a) of generating student profile data comprises administering atest to the student for identifying a discrete set of skill gaps,wherein the profile comprises the discrete set of skill gaps.

Step (e) of updating the student profile data, (preferably comprisesadding and subtracting skill gaps.

The method of the invention is preferably carried out so that the step(e) of updating the student profile data is followed by steps (b), (c),(d) and (e) to form a feedback loop containing steps (b), (c), (d) and(e).

The teacher workbook preferably has an application for taking notes, andan application for generating statistics in response to the studentinput data.

In a still further embodiment, step (b1) of generating an electronicteacher workbook further includes the additional steps of (b11), (b12),and (b13). Step (b11) is generating an electronic director workbookcontaining a set of instructional materials correlated to the studentprofile. Step (b12) is displaying the director workbook on a directorworkstation, and step (b13) is generating the teacher workbook from asubset of said instructional materials selected by input into thedirector workstation. In this embodiment, step (e) preferably furtherincludes the steps of: collecting student input data from the studentworkbook to the teachers workbook, collecting teacher input data inputinto the teacher workstation, and collecting director input data intothe director workstation. The student profile data is then updated inresponse to student input data, teacher input data, and director inputdata.

Also in accordance with the present invention, the present inventionprovides a system for electronic instructional delivery. The system hasa central data base containing student profile data and instructionalmaterials. A central processor is connected to the central database forgenerating electronic teacher workbooks from the student profile dataand instructional materials. A teacher workstation is connected to thecentral processor. The teacher workstation includes a display fordisplaying teacher workbooks generated by the central processor, aninput device for inputting teacher input data generated in response tothe teacher workbooks, and a processor for generating electronic studentworkbooks comprising instructional materials in response to the teacherinput and student profile data. A student workstation is connected tothe teacher workstation. The student workstation includes a display fordisplaying student workbooks, an input device for inputting studentinput data generated in response to instructional materials in thestudent workbook, and means for forwarding input data to the centralprocessor to update the student profile data. In this preferredembodiment of the system, the student profile data preferably comprisesskill gaps.

Another embodiment of the system according to the present invention hasa director workstation connected to the central processor. The directorworkstation, includes a display for displaying director workbooksgenerated by the central processor, an input device for inputtingdirector input data generated in response to the director workbooks, anda processor for generating electronic teacher workbooks comprisinginstructional materials in response to the director input and thestudent profile data.

In a yet further embodiment of the system of the present invention, thedirector, teacher and student workstations are merely displays and inputdevices and all processing is done by the central processor.

The system of the present invention preferably has a single teacherworkstation and a plurality of student workstations at a single locationon a U-shaped table.

Further objects, features and advantages of the present invention willbecome apparent from the Description of the Preferred Embodiments whichfollows, when considered together with the attached Drawings.

DESCRIPTION OF THE DRAWINGS

FIG. 1 is a schematic representation of a system according to thepresent invention.

FIG. 2 is a schematic representation of another embodiment of the systemaccording to the invention including a plurality of worktables.

FIG. 3 is a log on screen according to the invention.

FIG. 4 is a communications log section of the electronic teacherworkbook according to the invention.

FIG. 5 is a goals section of the electronic teacher workbook accordingto the present invention.

FIG. 6 is an instruction section from the electronic teacher workbookaccording to the present invention.

FIG. 7 is a screen display or page from the teacher workbook accordingto the invention showing an example of instructional material to be sentto a student after selection from the instruction section.

FIG. 8 shows a page of the electronic student workbook displaying theinstructional material of FIG. 7.

FIG. 9 shows the Basic Facts section of the electronic teacher workbookaccording to the preferred embodiment of the invention.

FIG. 10 another page of the Basic Facts section of the electronicteacher workbook.

FIG. 11 shows the link between databases Student.dbf and RP.dbf.

FIG. 12 shows the link between databases T2KMfcts.dbf and Student.dbf.

FIG. 13 shows the link between databases T2KMRSn.dbf and RP.dbf.

FIG. 14 shows the link between databases MalPresc.dbf and Student.dbf.

FIG. 15 shows the link between databases T2KLtDtl.dbf and Prescrip.dbf.

DESCRIPTION OF THE PREFERRED EMBODIMENTS

The invention is directed to a computer based system for the assessment,management and instruction of students and for the delivery of workpages and other instructional materials in the form of electronicstudent workbooks. In a preferred embodiment, as shown schematically inFIG. 1, the system is designed for use with a table 6 that seats ateacher and a number of students. The teacher has a teacher workstation1, and the four students have student workstations 2-5. In thisembodiment, the teacher workstation 1 and the student workstations 2-5are networked CPUs with a pen-based tablet input and display. Theteacher can send selected instructional materials to each of thestudents through the pen tablet interface of workstation 1 and can seewhat each student is doing on that student's pen tablet interface uponreceipt of the image on the display of teacher workstation 1. AlthoughFIG. 1 shows a worktable 6 in which the teacher and students are at thesame location, because the system comprises networked CPUs, through suchmethods as LAN, WAN, Dial-up, or other methods, it is possible to haveadditional students, or even all students at remote locations.

As will be explained in detail below, with reference to the Figures andto the Examples, the delivery of student workbooks is accomplished inaccordance with a previously, preferably automatically, assessed studentprofile of each student. The system of this embodiment may alsoaccomplish the assessment and diagnosis to generate a student profile.The profile is then used by the system to generate electronic studentworkbooks personalized for each student.

In the automated assessment and diagnostic testing, a student receivesinstructions directly from a computer through a multimedia interface, inthis embodiment, the pen based workstation 2-5 and an audio headset (notshown) connected to each workstation for delivering oral instructions tothe student. The student takes the assessment test and answerselectronically using the pen or other input device. The answers arescored electronically so that the student's initial assessment is freeof scoring and administration errors. The student may also receive abattery of tests over one of the workstations 2-5. The tests aregenerally designed to identify the ability to perform different tasks orthe mastery of certain learning objectives or skills. The assessmenttests are scored and analyzed by computer to generate a student profilewhich is then utilized by the system of the present invention togenerate a learning program suited to that student and deliverelectronic student workbooks to the workstations 2-5 of the system ofthe present invention. The student profile contains, among other data,skill gaps which need to be filled by further instruction. Ongoingassessments during the use of the system are used to expand and updatethe profile.

The system architecture incorporates a file server 10 networked to andcapable of receiving input from multiple student workstations andmultiple teacher workstations.

FIG. 2 shows another embodiment of the present invention comprising aserver 10 and multiple worktables 25. Each worktable 25 has a teacherworkstation 20 where a teacher 21 can be seated and a plurality ofstudent workstations 22 where students 24 are seated. FIG. 2 shows threestudent workstations 22, but any number of student workstations ispossible depending on the desired student/teacher ratio. Each teacherworkstation 20 and student workstation 22 is provided with a networkablemicroprocessor. An individual teacher 21 may communicate through thenetwork to any of the student workstations 22. Likewise, other teachersmay engage a plurality of different students at another worktable 25 ina similar or different arrangement. In FIG. 2, the worktables 25 areshown in the shape of a “U” with the teacher 21 and teacher workstation20 in the middle surrounded by students 23 and student workstations 22.The invention is just as applicable to round-tables or other suitableconfigurations. In other embodiments, the teacher and student may be atcompletely different locations.

The server 10 is adapted to track the various activities and inputs ofeach student and record student input data, either automatically throughthe student workstation 22, or manually as a result of teacher inputsfrom teacher workstation 20.

The system is designed to preserve student-teacher interaction, becausethe pen tablet interface is on the surface of table 25 and is not avertical display interfering with eye contact. Other embodiments arecontemplated which further provide mechanisms by which the angle of thescreen may be adjusted, or other input devices such as keyboards tosupplement the pen input.

The teacher 21 sits at table 25 and each student 23 sits at the table 25at a location opposite or adjacent the teacher 21. Each teacherworkstation 20 and each student workstation 23 comprises a fullyfunctional microcomputer or computer controlled display device. In thepreferred embodiment, for example, each workstation 20,23 is a personalcomputer capable of running any one of a plurality of programs, eithersupplied by the network provider or over central server 10, or run froma hard disk, RAM or other storage device on the workstation 20, 22itself. In other words, for example, the system software andapplications software are preferably fully compatible with commerciallyavailable computer systems, such as, for example Pentium™ based personalcomputer systems, to allow third party commercial educational softwareto be easily integrated over the network. Of course, the invention isnot limited to any one kind of processor type, and other computersystems and processors may be employed.

In another embodiment, the teacher and student workstations 20, 22 aremerely displays and inputs, and all calculation takes place in thecentral processor 10.

The overall system according to the invention contemplates a seamlessarrangement whereby a student enters the teaching environmentrepresented in FIG. 2 by worktable 25 and receives a battery ofassessment tests, which in a preferred system would be an automatedbattery of tests for assessment and diagnostics in order to produce thestudent profile. A student initially receives a test to determine his orher level of mastery for every skill or learning objective to identifyskill gap data. The skill gap data then becomes part of the studentprofile.

A locator test can first be given to pinpoint the most appropriatetesting level for the student, and allow more accurate assessment andthe generation of a more accurate student profile. The locator test ispreferably reading and math oriented and is designed to allow subsequenttesting to be done at the level appropriate for the student's skill.With very young children, for example, who may not be able to read,non-verbal testing may be required. With older children, mathematicaltesting, for example, may have to be done at a lower reading level inorder to properly assess the child's ability without a bias associatedwith a lower reading level, and to thus generate an accurate and usefulstudent profile.

The assessment and diagnostic testing required to generate the studentprofile is preferably automated in order to avoid manual testing errorsthat can have significant effect on the assessment of the student'sprogress. Such automated testing can be executed at the studentworkstation 23 using the pen tablet interface of the preferredembodiment, or another appropriate interface. It is also possible forassessment and diagnostic testing to take place remotely from worktable25.

Once the battery of tests is completed, the system corrects the testsand provides a student profile of the student's ability level. Theprofile is then preferably evaluated by a director of education (DE),some other manager, or a teacher. Notes and comments can be entered inthe teacher workbook generated using the student profile data. Suchadditions to the teacher workbook will assist when the teacher workbookis used to generate a student workbook or deliver instructionalmaterials at a later time in the teaching process. The teacher or DE mayplan or pick instructional materials which become part of the studentsworkbook based on selections created by the server in accordance withthe student profile. Of course, the student workbook can also begenerated automatically without teacher assistance using the data of thestudent profile. The student workbook including these selected materialsis then stored in the memory of the server.

Server 10 or the teacher workstation 20 can track the instructionalmaterials delivered to the student workstation for charge calculationpurposes. As used herein, the term instructional material refers to dataor software useful in instruction, and includes, for example, textbookpages, work sheets, instructional software, simulations and tests ofvarious kinds.

When instructing students, the teacher 21 instructs one or more students24 at worktable 25. Each student has a student workstation 23,comprising a pen tablet interface in the preferred embodiment. The pentablet or student workstation 23 is placed on the surface of table 25,as is the teacher workstation 21. This construction, as mentioned above,facilitates student/teacher interaction.

The preferred embodiment of the instructional delivery and studentmanagement process will be explained in the Example with reference toFIGS. 3-10.

FIGS. 4-10 illustrate sample computer screens of the teacher workbookand student workbooks according to the present invention and illustratehow the two are interconnected and used with teacher workstations 20 andstudent workstations 22. The sample screens of the Figs. illustratevarious features of the invention including the interactive techniquefor delivering instructional materials to the students.

In the preferred embodiment, the student and teacher workbooks create aworkbook metaphor user environment. What the user sees is arepresentation of a ring binder. Touching tabs on either side of theworkbook allows the user to switch between sections, and touching thelower corners of individual pages allows the user to turn pages withinthe workbook.

However, the terms teacher student and director workbooks are notlimited to a notebook metaphor user environment, but include othergraphical interface user environments as well. It may be appropriate tohave a classroom user environment or school house user environment. Itmay even be appropriate to tailor the user environment to the gradelevel or subject taught. In short, as used herein, workbook refersbroadly to the combination of software graphical interface and datacontained displayed thereby.

FIG. 8, for example, illustrates the capture of handwriting input by thepen tablet of the student workstation 22 during manual exercises in thestudent workbook. The teacher workbook itself is illustrated in FIGS.4-7, 9 and 10. A page of instruction section of the teacher workbookshowing skill activities assembled in accordance with a given studentprofile is illustrated in FIG. 6. As will be explained in detail in theexample below, using the pen, mouse, or other pointing device, variousboxes may be clicked to call up information on assembled instructionalmaterials in the lower half of the screen relating to a particular skillgap identified in the student profile of a particular student.

The FIGS. 9 and 10 illustrate interactive teaching and record keepingassociated with an exemplary automated exercise designed to teach basicmath facts. The use of the notebook pages associated with this exerciseis explained in detail below in the Example.

In general, the teacher may select an exercise from among theinstructional materials assembled in accordance with the student profileand do exercises or review the materials along with the student,referred to as guided practice (GP). After the guided practice, theteacher may assign other materials for independent practice (IP) bycalling up an exercise in the teacher workbook and then forwarding theexercise or material to the student workbook where it appears on thestudent's screen for the student to do unassisted.

Depending upon the results of the IP, the teacher may then assign aproblem solving (PS) session to the student workbook. Problem solving isa higher level of exercise in which the student, for example, practicesa mathematical concept using word problems. Thereafter, a so-calleddistributed practice (DP) or mastery test is administered to determinewhether the student has mastered the material or a particular skill. TheDP is preferably administered during a later session in order to testwhether the material has been retained. The results from the DP ormastery test are then stored in the server and used to update or amendthe student profile.

At each stage of instruction and practice, records pertaining to thestudent may be entered in the teacher's electronic workbook. The studentworkbook, as discussed above, and as will be better understood later, isthe combination of a software module and data base for displaying andaccessing instructional materials in accordance with the student profileand teacher commands and storing response and other input data from thestudent. Likewise, the teacher workbook is a combination of softwaremodule and database containing and displaying an assembly ofinstructional materials generated in accordance with the studentprofile. In the preferred embodiment, the teacher uses the teacherworkbook to instruct the student and assemble the student workbook.However, the student workbook can also be generated by a director ofeducation (DE) or automatically by the central processor in accordancewith the student profile. The student workbook is used to deliverinstructional materials to the student and retrieve input data andforwards the data to the teacher workbook or central processor.

In accordance with the invention, the workbook format or metaphor allowsthe teacher to look at the materials assigned to the student and theprogress the student has made. The materials assigned in the studentworkbook are delivered in accordance with the student profile, asdiscussed above, either (1) as assigned by the DE, (2) as assigned bythe teacher by means of the teacher workbook or (3) as automaticallyassembled by the central processor in accordance with the studentprofile.

When the various stages of practice have been completed, the workbookmay be marked and any inputs automatically stored. Grades, erroranalysis, and time on task records may be automatically logged for lateranalysis and used in the updating or amendment of the student profile.Some records for use in amending the student profile may also be enteredmanually by the teacher from the teacher workbook. The teacher uses thenotebook metaphor electronic teacher workbook to tab through the teacherworkbook to various sections, for example, instruction, goals, etc.,wherein activities may be logged and notes taken. As discussed in detailin the Example, by clicking a mouse or touching the pen to the screen atthe tab, a particular page or section of the teacher notebook opens.

In order to determine whether the system of the present invention isworking properly, accurate records are necessary. To this end, thesystem allows for automated record keeping, storage and analysis. Therecords are kept for the benefit of the student, and for allowing theteacher to conduct meaningful comprehensive parent teacher conferences.Parent teacher conference can be conducted with the same interactivearrangement of the worktable 25 and workstations 20, 23 shown in FIG. 2.

Records may also be kept on a global basis in order to evaluate thesystem effectiveness for a large number of students. Statisticalinformation and analysis may be kept, which is useful in evaluatingspecific instructional materials assembled in the workbooks, and therelationship of the instructional materials used to the skill level ofthe student. It is important to identify which instructional materialsor methods work for teaching a particular concept to students of aparticular skill level, in a particular age group, or with certaindemographic or other characteristics. The feedback mechanism of thesystem of the present invention allows for constant improvement of theentire system. Instructional materials can be analyzed for effectivenessat the same time that students progress is noted and student profilescontinually updated and amended. Feedback is also used on a one-to-onebasis between the teacher and the student.

The pen-based computer tablet interface arrangement of workstations20,23 allows for free style writing on the tablet. During aninstructional session, the teacher can call the teacher workbook foreach student 23, and with it instructional materials for variouspractice exercises over the entire range from GP to DP. For example, asshown in FIGS. 7 and 8, the teacher may call up a page of subtractionproblems and transfer the problems to student workbook which is viewedat the student workstation 22. The student may then answer the problemsby physically entering the answer on the problem solving screen of theappropriate workbook page. For example, the student may simply write inby hand the sum of a column of numbers below the column as in atraditional written mathematics exercise. In the meantime, the teacher21 may be working with another student by turning to the section of theteacher workbook devoted to that student and supplying differentinstructional materials or other activities and at a grade or learninglevels appropriate to the second student as determined by that student'sprofile. When it is time to review an exercise, the teacher can call thework sheet from the student workbook to the teacher workstation 20 whereit may be evaluated. Both student and teacher may look at the results.In this connection, the teacher sees exactly what was presented to thestudent and the actual written responses of the student. The teacher maycall up the correct answer for comparison with the student's answer andif the answer is incorrect, discuss the reason for the error. Theteacher may then use the knowledge gained from this interactive erroranalysis to explain the work, to assign another exercise, such as thosefrom among a set assembled in accordance with the student profile, or toamend the student profile.

A number of alternate arrangements of assessment and diagnostic testsfor generating a student profile are contemplated. A first arrangementemploys a scannable score sheet for machine scoring. The scannable scoresheet is scanned by an image scanner. The scannable score sheet istypically a “bubble sheet” for entry of answers. This technique uses ananswer sheet which is keyed to an associated instruction booklet.

An alternative arrangement of the assessment and diagnostic test is acomputer test arrangement in which the computer screen is used todisplay test questions and the answers may be entered on the screenusing the electronic pen or other input device. Either in the embodimentusing scannable sheet or the computer test, scores are computedautomatically upon entry into the computer, and a student profilegenerated from the results. With very young children, for example,responses to questions, or whether questions were answered correctly orincorrectly could be manually input by a teacher or proctor.

The computer test arrangement is especially useful with children, assmudging errors and the like experienced with scannable sheet test arereduced. Also, the computer test may be used with a multimediaarrangement contemplated by the invention in which the student uses thestudent workstation 23 and auxiliary headphones to hear questions and/oranswers appearing on the screen. The advantage of both types of tests,is that automated scoring and reporting may be achieved with great timesavings. Also, when used in combination with recorded instructions,great consistency in test administration is achieved. It is contemplatedthat instructions for either the scannable sheet or computer tests wouldbe recorded professionally with appropriate scripting and voiceinflection to stimulate a test taker's interest and enthusiasm. Also, arecorded script properly delivered to every applicant results in moreconsistent results, and easier evaluation of the test itself. Lastly,the instructions could be delivered in any of several languages,depending on the test give.

Other advantages of the automated system according to the presentinvention include reducing paperwork and greatly increasing efficiency.For example, currently, individual student results are forwarded to acentral location for statistical tracking and the like. The method andsystem of the invention allows for electronic bundling and transmissionof data for batch processing of results thereby reducing paperwork anddata entry problems, saving time and improving efficiency results fromother automated tasks.

Additional advantages of the system allow for the incorporation of manycurrently available multimedia programs in the set of instructionalmaterials assembled in accordance with a given student profile. Thismethod improves resource availability and system versatility.

Also, independent tests may be incorporated into the method and systemaccording to the present invention. Examples of independent tests arevision screening and receptive vocabulary tests, which can be suppliedby outside vendors as off the shelf software. The results of these testsmay or may not be used in the generation, updating and amendment of thestudent profile. Also, students tend to operate at a computerworkstation for longer periods and with more enthusiasm than they mightotherwise using conventional materials, thereby increasing length ofstay, or time that students are enrolled in learning centers using thesystem of the invention.

EXAMPLE

This example illustrates the preferred embodiments of the presentinvention, but the invention is not intended to be limited thereto.

The automated assessment and diagnostic/prescriptive test to identifyskill gaps and generate the student profile, and thereafter theautomated instructional delivery is, for example, carried out with thefollowing computer hardware.

Hardware:

-   -   a plurality of IBM-compatible or Mac computers    -   networked operating system for file access/sharing    -   color VGA display (CRT-monitor or LCD-flat panel color display)    -   pointing/input device:        -   can be light pen hooked up to bus or serial port        -   mouse (e.g., PS/2), or        -   pen-based stylus (e.g., electro magnetic or electrostatic)        -   touch-screen display (e.g., resistive technology)        -   keyboard (infrared or cabled)        -   multimedia hardware including CD-ROM, sound card, etc.

The hardware above is assembled into a network of worktables 25 as shownin FIG. 2.

Software is provided to administer and score a battery ofdiagnostic/prescriptive assessments. Multimedia and graphics softwareare provided for student prompting and answer selection. Sound softwareis provided for test administration instructions and feedback. Inaddition, answer evaluation and test scoring and result analysissoftware is also provided.

In this Example, the computer administers a battery of diagnostic andprescriptive tests to a student. The computer then scores the student'sanswers and computes scale scores, percentiles, and grade equivalentscores. An item analysis is performed to identify skill gaps which areused to generate a student profile. Software is provided to track andmanage student results. The tests are then scored and test normcomparisons are made. Lastly, student profiles are created from the testresults.

Prescriptions, that is, assemblies or lists of instructional or othermaterials are made in accordance with the student profile. Software isprovided to update and amend student profiles, using, for example pre-and post test comparisons.

At the stage of automatic instruction, software tracks student progressin the mastery of certain skills and material. In other words, thesoftware determines whether the “skill gaps” recorded in the studentprofile have been filled. The software provides for the storage,retrieval and delivery of instructional materials, and input in responseto the instructional material. In accordance with the input with respectto the instructional material, the software updates or amends thestudent profile and thus allows the assembly of new sets ofinstructional material and further automated instruction.

The automated delivery of instructional materials is conducted asfollows. The teacher refers to a teacher workbook generated inaccordance with the student profile and identifies a skill to cover. Theteacher workbook displayed on the teacher workstation showsinstructional materials correlated for the identified skill area inaccordance with the student profile. The teacher selects aninstructional item, and, at the teacher's command, the item is sent tothe student workbook and displayed on the student workstation. Thestudent uses stylus, light pen, mouse, touch-screen, or keyboard tosolve problems, and input answers in a fashion appropriate to theconfiguration of the system. In the embodiment of this example, the penis used to write or select answers. Thus the teacher can monitor asstudents work. The student management/tracking system of the teacherworkbooks records the student's performance. In this way, the system cantrack student progress based on instructional materials, skill gaps,teacher, time spent on different skills, etc. By periodically updatingthe student profile, a new prescription for the student is produced andthe automated delivery process repeated.

Software Module Names and Definitions

The system according to the present invention preferably comprises thefollowing software modules.

Document Manager Module

The Document Manager is used to insert teaching or instructionalmaterial into the database. Documents added can have question inputareas assigned.

The Document Manager preferably has the following features:

-   -   (1) Scans in images from a TWAIN compatible or other device.    -   (2) Reads text data from the existing sources in the student        profile database (MalPages.TXT).    -   (3) Stores data in a compact format    -   (4) Supports Bitmap, Envoy, ASCII Text, Rich Text Format, or        other convenient formats.        DE/Administrator Module

The DE/Administrator module allows the DE of the center to administerthe system, preferably has the following features:

-   -   (1) User Group and User ID setup. All passwords and security        clearances are defined through this module. All access to the        system is via a User ID/Password that controls features        accessible to that user. Each user is assigned to a group. Each        group is assigned combinations of accessible features. Groups        are defined on a center by center basis allowing ultimate        control of data by the directors.    -   (2) Review of Communication Logs. The DE can list and review all        communication logs entered by the teachers.    -   (3) Assign teaching steps for the teachers. If desired, the DE        can review all information about a student and assign the        instructional materials for GP, IP, PS and DP's to be used with        the student. Yet it may be preferable in some instances to have        teachers assign work, or to have work assigned automatically by        the system in accordance with the student profiles. Therefore,        this feature is optional.    -   (4) Enter special notes for the teacher. These notes will be        displayed in the teacher's workbook when the student is taught        again. Notes can be made mandatory so a teacher must acknowledge        to the system that a special note was read before continuing        with the instruction.    -   (5) Perform quality review of data stored by the Teacher module.        All data should be presented to the DE in a chronological and        logical format. This includes communication log's, test results,        special notes, etc.        Teacher Module

The Teacher Module is used by the teacher to administer and deliver theeducational materials. This module generates the teacher workbookscreens, as illustrated in FIGS. 3-10.

The Teacher Module preferably has the following features:

The teacher would log in to the system at the start of the session. Thisestablishes the rights and privileges of the teacher. A typical loginscreen for use with the present invention is shown in FIG. 3. The loginscreen allows the teacher to select and seat certain students around theworktable, in the present example, a three student arrangement is shownas seen in FIG. 2.

The teacher enters the student's name at the login screen shown in FIG.3. In FIG. 3, the teacher has touched the name Carl Goughnour with herpen, and then touched the large arrow at the left of the screen toindicate that student Carl is sitting at the student workstation 22 toher left. From that point in time, the teacher may select other studentsto sit at the remaining two workstations.

Clicking or touching the “To Instruction” button on the right of thescreen after entry of one or more the student's names and ID brings upthe electronic teacher workbook for the students which contains thestudent records, prescription of instructional materials, and otherdata.

After log in, the teacher sees a communication log screen, as shown inFIG. 4. The top portion of the screen, approximately top 5%, is a statussection. This section displays the current student (Carl Goughnour),grade level (Grade 6.1), program (MA1), hour of instruction, date andtime (Sep. 11, 1997 at 11:00 am).

The “Students” button placed on the left side of the status section inFIG. 3 drops down a menu with the following options:

-   -   (1) Cancel—Cancel the menu.    -   (2) ‘Student Names’—Switch to the specified student's workbook.    -   (3) Return to Student Placement—Return to the seating screen        (See FIG. 8).

The remaining portion of the screen of FIG. 4 follows the workbookmetaphor and displays a section of the electronic teacher workbook. Tabsare used on the left and right side of a given section to switch betweenvarious teacher workbook sections. FIG. 4 shows tabs for CommunicationLog, Goals, Instruction, and Basic Facts sections. Graphics on thescreen are used to reproduce a notebook metaphor (Binder rings, tabs,colors.) Entries on the right hand page of the notebook reflect thecurrent session. Previous session information is given on the left handpage. The teacher can switch between pages by touching or clicking thelower left and right hand corners of the notebook respectively.

The communication log section shown in FIG. 4 is used by the teacher tocommunicate with the DE, and provides a simplified method forcommunicating a given instructional session's results.

As show in FIG. 3, the teacher notebook allows the following datafields:

-   -   (1) Motivation: Evaluated at from 1 (low) to 5 (high). The        teacher selects a value via a drop-down list.    -   (2) Speed: Evaluated at from 1 (low) to 5 (high) The teacher        selects a value via a drop-down list.    -   (3) Concentration: Evaluated at from 1 (low) to 5 (high). The        teacher selects a value via a drop-down list.    -   (4) Finished Work?: Yes or No. The teacher selects a response        via a checkbox.    -   (5) Work Load: The selections are “Need's More”, “Need's Less”        or “No Change”. The teacher selects via a drop-down list.    -   (6) Needs Attention: True or False. The teacher selects input        via a checkbox. A check in this box is used to notify the DE.    -   (7) Subject Worked On: The teacher selects either a main subject        (in this case MA1) or homework support. This selection is used        to assign and increment the hours completed. It is preferable        that homework support hours do not count towards the completion        of an original subject. This field defaults to the original        subject so the majority of the time no change will be needed.    -   (8) Notes: This section allows Free-form text entry and is used        for Teacher/DE communications.

By clicking on the “Goals” tab of the teacher workbook shown in FIG. 4,the Goals and Special Notes section of the teacher workbook shown inFIG. 5 appears. The pages shown in FIG. 5 are used to display thelong-term and short-term goals generated automatically from the studentprofile or entered with respect to special notes from the DE to theteacher. The left and right hand notebook pages of FIG. 4 shows thegoals, and special notes, respectively.

In this embodiment, the Teacher must acknowledge special notes beforeproceeding to the instruction pages. A button in the lower right side ofthe special notes page (not shown) will be touched with the stylus toacknowledge the notes.

The instruction of a student using the method and system of the presentinvention will be described with reference to FIGS. 6-10.

The instruction section of the teacher's workbook shown in FIG. 6 isused to list the skills for the student's prescription, as determined bythe student profile. In a grid-like configuration, the skill code, skilldescription and the steps for teaching process (GP, IP, PS, DP, Review)are listed in the order in which they should be taught. A second gridbelow the main skills grid displays the instructional materialsassembled by the system for the selected skill/step. FIG. 6 shows that askill designated 2OS2 has been selected for general practice (GP).

The ‘View’ button at the bottom of the screen in FIG. 6 allows theteacher to view the selected material before sending it to the student'sworkstation and notebook. After pressing “View”, a screen such as thatshown in FIG. 7 appears. In the screen of FIG. 7, the teacher has theoption of sending the materials to the student workbook by pressing“Send to Student”, getting answers from the student by pressing “GetAnswers”, collecting input from answered questions by pressing “CollectScore”, and returning to the instruction screen by pressing “Return toPresc.”

The “Description” button at the bottom of the page of FIG. 6 retrieves adescription of a particular skill for the teacher. The “Score” buttonenters a score and error analysis for the particular instructionalmaterial and the “Mastered” button.

From the screen of the teacher workbook shown in FIG. 6, the teacher cansend questions to the student, and thereafter, retrieve answers fordiscussion with the student.

FIGS. 9 and 10 illustrate the Basic Facts application for masteringaddition, subtraction, multiplication and division tables. Theapplication can randomly generate as many basic math facts questions asa student can answer in one minute. For example in FIG. 9, the teacherwill select addition, subtraction, multiplication or division problems,by touching the appropriate symbol on the left hand page of the notebook. In FIG. 9, addition has been selected. The teacher may also assignparticular addition problems, by touching the appropriate square on theright hand page in FIG. 9. For example, if the square at theintersection of 0 and 1 is selected, the student is given the problem“0+1=?”. Any number of problems can be assigned, but if none areassigned, then the program will assign problems randomly. The “ClrAssigned” button at the bottom left of the right hand page of FIG. 9clears assigned problems. The “Do it” button at the lower right of theright hand page sends the randomly generated or assigned problems to thestudent workbook. The darkly shaded squares in FIG. 9 indicate thenumber of times a student has answered a given question incorrectly. Forexample, the Fig. Shows that this student has answered the question“11+0=?” incorrectly five times. The lightly shaded squares indicate thenumber of correct answers. Thus, this student has answered “0+0=?”correctly twice. Blank square indicate questions not yet asked.

The graphical information on the left hand page of FIG. 9 shows thepercentage of questions the student has completed in the “Mad Minute”exercise, and the completion rate, or number of questions completed inthe minute, respectively.

Touching the “Master” button at the bottom of the left hand page in FIG.9 moves the workbook to the page shown in FIG. 10. The so-called“Mastery Sheet” shown on the left hand page of FIG. 10 simply depictsthe right and wrong answers from manually selected questions (notrandomly assigned by the computer).

Student Module

The Student Module generates the student workbook and allows the studentto receive the educational material sent by the teacher and enteranswers via the student workstation. In the preferred embodiment, theworkstation is a pen-based computer.

The student module is the interface to the student. It takes most of itsdirection from the teacher module and workbook. The pen-based technologyof the student workstation allows the student module software to be runwithout a keyboard or mouse. The software therefore needs support for apen-based interface only. The student module requires, of course, thedisplay of information including the student workbook as required by theteacher module. The student module software allows handwriting to becaptured from the student as the student writes and sends this writingor other input to the teacher module for review. The student moduleshould have the capability of running external software applications,when directed by the teacher module. The teacher module should have theability to stop any external program.

As shown in FIG. 8, up and down arrow buttons scroll the page in thirds.In this embodiment, it takes 3 presses of the down arrow button to go tothe next page. Scrolling the page in thirds gives the program a goodprobability of placing an entire question on the computer's screen. Thestudent can select write or erase modes for the stylus by touching theappropriate button on the left hand of the screen.

Database Structures

The following databases are used as part of the system and method of thepresent invention. TABLE 1 T2KItem.DB - Paradox Table. Name TypeDescription Code Char(10) Code for Item Type Numeric(3) Item Type: 0 =Page, 1 = Program Price Numeric(10, Price per Unit 4) UnitTypeNumeric(3) Type of Unit's: 0 = Per Item, 1 = Timed UnitTime Numeric(4)If UnitType = 1, the Number of minutes per unit Desc Char(100)Description of Item

Table 1 holds the list of available items used to teach skills, theprice per unit and the type of units. Indices Name Fields/FilterDescription Code Code

TABLE 2 Skills.DBF - FoxPro table. Name Type Description Subject Char(3)Subject Code, MA1, RE4, . . . ID Char(4) Internal Skill ID. SequenceNumeric(3) Natural order of presentation Code Char(10) Sylvan code. NameChar(200) Skill Name Location Char(4) Strand # in first char.Description

Table 2 holds a list of all the skills for all the subjects. IndicesName Fields/Filter Description ID ID CODE Code SUBJECT Subject

TABLE 3 RP.dbf - FoxPro table. Name Type Description InqNum Char(4) Linkto RP database (Responsible party). Salutation Char(10) Honorific usedto make letter salutations. First Char(15) First name. MI Char(1) Middleinitial. Last Char(25) Last name.Description

Table 3 holds the Responsible Party for the students. Indices NameFields/Filter Description INQNUM InqNum FULL1 UPPER(First + MI + Last)FULL2 UPPER(Last + First + MI)

TABLE 4 Users.dbf - FoxPro table. Name Type Description UserNumNumeric(5) Unique number for user. Name Char(20) User's name for use inprogram. Password Char(15) Password for user. LTIME Char(10) Last logintime. LDATE Date Last login date. First Char(15) First name. MI Char(1)Middle initial. Last Char(30 Last name.

Indices Name Fields/Filter Description NAME Name USERNUM UserNum INITInit

TABLE 5 Student.dbf - FoxPro table. Name Type Description StuNum Char(4)Unique ID for student. InqNum Char(4) Link to RP database (Responsibleparty). First Char(15) First name. MI Char(1) Middle initial. LastChar(25) Last name. GradeDate Date BirthDate Date Date of birth SexChar(1) M/F

Indices Name Fields/Filter Description STUNUM StuNum FULL1 UPPER(First +MI + Last) FULL2 UPPER(Last + First + MI)

FIG. 11 shows the link between databases Student.dbf and RP.dbf. TABLE 6Goals.dbf - FoxPro Table. Name Type Description StudentID Char(4)Internal STS student id number. Subject Char(3) Subject Code. CodeChar(2) 0: Long, 1: Short Goal Memo Goal text.

Indices Name Fields/Filter Description SSC StudentID + Subject + Code

TABLE 7 SkillMap.dbf - FoxPro Table. Name Type Description SubjectChar(3) Subject Code OldID Char(4) Old skill id. NewID Char(4) New skillid.

TABLE 8 CNTS.dbf - FoxPro Table. Name Type Description StudentID Char(4)Internal STS student id number. TestHour Num(4) Hour/Session count wasdinged. DingDate Date Date the record was added to database. Type Num(4)Ding Type. Relates to TDingType object. Signature Char(10) Securitysignature based on Center ID, StudentID and Ding Type. BM1 Num(10)Bitmap used to stored tested completed. Only valid when Type =diGeneral. BM2 Num(10) Date the record was added to database.Description

Table 8 holds information about the counts or instruction credits usedfor a student. For each student, there can be a record for each count(ding) type. For each count type, there can be multiple based ontesthour. If a student has a record that matches theStudentID+TestHour+Type, then the a Type count is not removed from thecenter's count bucket. The Signature field is a calculation based onCenter ID, StudentID and Type that should generate a unique number. Itis used to deter someone from adding records for students and,therefore, not decrementing the count buckets. Indices NameFields/Filter Description STT StudentID + STR(TestHour, 4, 0) + STR(Type, 4, 0)

TABLE 9 CntsAccm.dbf - FoxPro Table. Name Type Description TestID Num(4)Internal Test ID based on TCountIndex. Total Num(6) Total counts used.SLUpLoad Num(6) Total counts used since last upload or transfer.LastUpload Date Date of last upload or transfer.Description

Table 9 keeps track of third party tests administered for accountingpurposes so that royalties and so forth may be paid. Indices NameFields/Filter Description TestID TestID

TABLE 10 PTT.dbf - FoxPro Table. Name Type Description StudentID Char(4)Internal STS student id number. AssessID Char(4) Link to Assess.DBFDateSent Date date the record was moved to floppy. Initially set to00/00/00.Description

Table 10 holds triggers for use when uploading post test information.When a post test is given, a record is added to this table. At end of amonth, the data from all tests can be assembled and analyzed. In thisway, the effectiveness of teaching materials and other usefulinformation can be gathered. TABLE 11 T2KMFcts.db - Paradox Table. NameType Description MathFactsCtr Integer Unique ID number to this record.StudentID Char(4) Internal Student ID. Links to Student.dbf.ID field.Type Char(1) Type: A = Addition M = Multiplication S = Subtraction D =Division MadMinute Char(200) Array of flags to define the status of aMath Fact for use with Mad Minute processing. MMWrongCnt Char(200) Arrowof wrong answer counts for Mad Minute. Each element will have a valuefrom $20 to $7f where $20 is zero wrong answers. MasterySheet Char(200)Array of flags to define the status of a Math Fact for use with MasterySheet processing. MSWrongCnt Char(200) Arrow of wrong answer counts forMastery Sheets. Each element will have a value from $20 to $7f where $20is zero wrong answers.Description

-   -   Table 11 holds the results for the Math Facts exercise        illustrated in FIGS. 9 and 10. Math Facts is made of two        sections, Mad Minute and Mastery Sheets. For Mad Minute, the        system keeps track of up to three consecutive right answers and        the total count of wrong answers. For master Sheets, the system        keeps track of the same information. Mad Minute also keeps track        of an Assigned status for each entry so the teacher or DE can        pre-assign facts (e.g. the 7× portion of the multiplication        table) to do before continuing randomly through the list.    -   The bitmap for each element is as follows:    -   Bits 1,2: Right answer count 0 to 3.    -   Bit 3: Assignment bit.    -   Bit 6: Always true (Makes an empty element equal to a space,        ASCII 32=20 HEX).        Indexes    -   StudentID_Type=StudentID+Type.

FIG. 12 shows the link between databases T2KMfcts.dbf and Student.dbf.TABLE 11 T2KMFSn.db - Paradox Table. Name Type Description MFSessnCtrInteger Unique ID number to this record. MathFactsCtr Integer Link tothe Math Facts table SessionNum Integer Session # test was given TypeChar(1) Type: A = Addition M = Multiplication S = Subtraction D =Division RightCount Integer # of right answers WrongCount Integer # ofwrong answersDescription

-   -   Table 11 contains the results of a Math Facts session. This data        is used to keep track of a student's progress, and can be used        for depicting this progress graphically or reproducing the        results in a parent workbook.

FIG. 13 shows the link between databases T2KMFSn.dbf and RP.dbf. TABLE12 Prescrip.DBF - FoxPro Table Name Type Description StudentID Char(4)Internal Student Number. Subject Char(3) Subject Code SkillID Char(4)Internal Skill ID. Links to Skills.DBF.ID Lookup database. Type Char(1)???? Tested Char(1) ???? Status Char(1) P = Prescribed by CAT A =Assigned skill manually C = Completed M = Mastered D Dx mastered MHourNumeric(3) Session # (hour) skill mastered. MDate Date Date skillmastered. Seqno Integer 1 to X - order for instruction to be given.GPStart Integer Starting session # of GP GPEnd Integer Ending session #of GP IPStart Integer Starting session # of IP IPEnd Integer Endingsession # of IP PSStart Integer Starting session # of PS PSEnd IntegerEnding session # of PS DP1Start Integer Starting session # of DP1DP2Start Integer Starting session # of DP2 DP3Start Integer Startingsession # of DP3 DP4Start Integer Starting session # of DP4 DP5StartInteger Starting session # of DP5 DPsDone Logical True if student hasmastered DP'sDescription

-   -   Table 12 is used to add new fields to the MalPresc.DBF or        student profile to support additional data.

FIG. 14 shows the link between databases MalPresc.dbf and Student.dbf.TABLE 13 T2KLtDtl.db - Paradox Table. Name Type Description ListDtlCtrInteger Unique ID number to this record. StudentID Char(4) InternalStudent ID. SkillID Char(4) Internal Skill ID. PageCtr Integer Link tothe T2KPgBm.DB pages. PType Char(4) Same as T2KPgBm.Ptype field. Used tospecify sub-type to SkillID. Eg. 2)S2 IP sets Ptype = ‘IP’. Null for RE4skill's. PageDesc Char(100) Description of page when not linked, viaPageCtr, to the T2KPgBm table. Score Numeric Score for details thatrequire scoring (REAL). −9999 = Item not completed. Set when thesequence is set by DE but item has not been completed. ErrorAnalysisChar(1) Analysis for the test entered by the teacher. ‘*’ = No Error ‘A’= Computational ‘B’ = Conceptual ‘C’ = Missing Step ‘D’ = Random ErrorSessionCnt Integer Session # the test was given. SequenceNum Integer Thesequence which items for a specific PageCtr skill. Set by the DE moduleto define the order of material for a student. Available Logical Ifavailable for use. The DE can set this material as ‘Not to be used’ bysetting this to FALSE.Description

Table 13 is used to link scores to work done by a student. The resultsof the work can be for pages stored in the T2 KPgBm table, linked by thePageCtr field or work done off the computer. The teacher enters adescription for the work in PageDesc. Internally, the work is linked tothe subject via the SkillID and PType fields. If the Score field is−9999, the work has not been done but the record was created by the DEModule to provide directions for the teacher. The teacher module willdisplay the items in the order of SequenceNum for all items whereSequenceNum>0. All zero items will be displayed last in no particularorder. Indices Name Fields/Filter Description StudentID_SkillID_PCStudentID + SkillID + PageCtr

FIG. 15 shows the link between databases T2KLtDtl.dbf and Prescrip.dbf.TABLE 14 T2KPgBm.db - Paradox Table. Name Type Description PagesCtrInteger Unique ID number to this record. Subject Char(4) Subject (MA1, .. . ) SkillID Char(4) Internal Skill ID for page PType Char(4) Type ofPage (DC, IP, GP, PS, DP). DC = Description on Skill Card. AnswerKeyBoolean True or False if page is answer key. Description Char(40) Textdescription of page. PNotes Memo Notes to the teacher about page.PageData Blob Blob data holding all the information about the page(s).AnswerToPage Integer Question page where this page holds the answers.Description

Table 14 holds the pages information. Page Information can be bitmapimages, ASCII text or Rich Text. The file is indexed onSubject+SkillID+Type. Indices Name Fields/Filter DescriptionSubjectSkillType Subject + SkillID + PType‘Pagedata’ Field Description

-   -   The ‘PageData’ field holds all the information about the        page(s). This is a stream of binary data that is parsed by the        application into bitmap images, text data and question area's.    -   The stream is made up of the following parts:    -   1? TPageHeader—Contains the version of the stream. Current        version is 1.    -   2? TPageImageArray—1 to X TPageImage's.

3? TQuestMarkerArray—0 to X TQuestMarker's TABLE 15 T2KCmLg.db - ParadoxTable. Name Type Description CommLogCtr Integer Unique ID number to thisrecord. StudentID Char(4) Internal Student number. SessionCtr ShortIntSession for the communication log entry. Date_Time TimeStamp Date/Timeof the session Motivation ShortInt Number value 1 to 5. Speed ShortIntNumber value 1 to 5. Concentration ShortInt Number value 1 to 5. SubjectChar(4) Subject used for this session (MA1, Homework . . . ) WorkloadShortInt Number value 1 to 3. 1 = Needs more work, 2 = Adequate work, 3= Needs less work. FinishedWork Boolean True or False NeedsAttentionBoolean True or False Notes Memo Memo field for free form text.Description

Table 15 illustrates how each session is assigned a communication logentry. The DE or Teacher can enter notes about how the student performedduring a particular session. Indices Name Fields/Filter DescriptionStudentID_DateTime StudentID + DateTime StudentID_SessionCtr StudentID +SessionCtr

TABLE 16 T2KSpcNt.db - Paradox Table. Name Type Description SpecNtsCtrInteger Unique ID number to this record. StudentID Char(4) Internalstudent number. Notes Memo Memo field for free form text. SessionCtrInteger Last session note was reviewed. OneTime Boolean Is special noteone time or for each session. Reviewed Boolean True or False. Didteacher review this entry. MustReview Boolean True or False. Teachermust review before continuing with session. AddedBy Integer User # inSymplicty Users.DBF file of user/employee who added the note. DateAddedTimeStamp Date/Time the special note was added.Description

Table 16 holds notes from the DE for the teacher to review each session.The note can be setup to be reviewed each session or as a one time notethat is seen and never seen again. Indices Name Fields/FilterDescription StudentID_DateAdded StudentID + DateAdded

TABLE 17 T2KStns.db - Paradox Table Field Name Description StnsCtrUnique ID number to this record. Type Type of record S = Student, T =Teacher Address TCP/IP address of station Comment Comment about stationTeacherNum If Type = ‘S’, this is RecCtr of teacher student belongs.StudentNum If Type = ‘S’, this is student number around the table, 1 to3.Description

Table 17 is used by the Teacher and Student programs in one embodimentto link to each other via TCP/IP. In the preferred embodiment, theTeacher looks up her students and contacts them via WinSock. TABLE 18T2KMaPgs.db - Paradox Table Field Name Description SkillCtr Unique IDnumber to this record. SkillID Internal Skill ID PageType Type of pagedescribed here. 0: Introduce Skill 1: Demo through GP 2: GP Tests 3: IPTests 4: PS Tests 5: Drill & Practice Tests 6: DP Tests PageSubTypeSub-type of page. 1 to X: Index to tests −1 to −X: Index to answersDisplayType Type of display for this record: 0: Bitmap File 1: Offsetinside compressed bitmap file. 2: Text File 3: Offset inside compressedtext file FileName Name of bitmap or text file. StartOffset Startingoffset inside compressed file. EndOffset Ending offset inside compressedfile. DisplayDescription Description of this record for display purposesDescription

-   -   Table 18 is used in the Instruction screen when a teacher        selects an item from the student's prescription. Based on the        selection, the teacher can view the material and optionally send        it to the student's workstation. The message formatting to the        student workstation allows the student program to load the        desired page without access to the database tables. The teacher        program will pass the information, such as file names and        offsets to the student program.    -   If SkillID=‘VERS’, then PageType is the version of the database.        This database is modified along with the corresponding bitmap        and text as needed. It is preferred that there be a feature in        the DE's program to display the version of this file as it is        the heart of the prescription/teacher/student teaching.

An index on SkillID+PageType+PageSubType allows quick access to thedesired page. TABLE 19 T2KITAct.DB - Paradox Table. Name TypeDescription Code Char(10) Code for Item StudentID Char(4) InternalStudent Number. UnitCount Numeric(8, 2) # of units used When TimeStampDate/Time the item was used for the student.

Table 19 holds contains a accounting of all items used by the Center.There is a link to which student used the item and how many units shouldbe billed. Indices Name Fields/Filter Description Code Code SCStudentID + CodeTeacher/Student Messages

All messages are passed to/from Teacher Station to Student Station usingfiles.

Messages are ASCII using the following general format: Header: TEACH2KV1.OO Message: <Message token here> Data: <Data Type> <Message DataHere> END

A single key word is passed on the Message Line. The receiving programprocesses the Data section based on the message. The version is placedin the header to provide a mechanism for two software pieces to knowthey are speaking the same language. If the receiving station doesn'tunderstand the header, it ignores the message.

<Data Type> specifies the type of data being received. ASCII is rawascii data. BITMAP is a formatted bitmap file. If type is ‘BINARY’ thesize of the binary data is placed after the word ‘BINARY’.

Display Text Page Header: TEACH2K V1.00 Message: ShowTextPage Data:ASCII <FileName.EXT><Start Byte Offset><End Byte Offset> END

Display Bitmap File Header: TEACH2K V1.00 Message: ShowBitmapFile Data:ASCII <FileName.EXT>

END

Display Text File Header: TEACH2K V1.00 Message: ShowTextFile Data:ASCII <FileName.EXT> END

Run External Program Header: TEACH2K V1.00 Message: RunProgram DATA:ASCII <Program Executable to Run.EXE> <Directory to Run In> END

Close All External Programs. Header: TEACH2K V1.00 Message:CloseExternalPrograms Data: NONE END

Show Page on Student's Workstation Header: TEACH2K V1.00 Message:ShowPage Data: ASCII <PageCtr from T2KPgBM.DB database> END

Get Written Answers from the Student's Workstation Header: TEACH2K V1.00Message: GetAnswerBlock Data: ASCII <Question number 0 - X> END

Returned Answer from Student's Workstation to Teacher Header: TEACH2KV1.00 Message: ReturnAnswer Data: BINARY <RecordSize> RECORD STRUCT QuestionNumber:Integer;  BitmapDataSize:LongInt;  BitmapData:  BLOB; ENDRECORD  END

Single Flash Cards Header: TEACH2K V1.00 Message: FlashCardsSingle Data:ASCII <Number1> <Number2> <Operand> ; A, S, M, D END

Student Reset—Put Student Module Back on Signon Panel Header: TEACH2KV1.00 Message: ResetStudent Data: ASCII END STS.INI file

The STS.INI file located in the \WINDOWS directory of all STS/T2Ksystems is used to specify setup information unique to the Student orTeacher workstation. An example STS.INI file is as follows: [Database] ;Path=C:\PROGRA˜1\SUCCES˜1\DATA200 Path=C:\SylvnDev\Teach2˜1\DataT2KT2Kpath100=C:\SylvnDev\Teach 2000\DataT2K T2KmsgPath=C:\SylvnDev\Teach2000\Msgs [T2K] Table=1 Student=1If the station is not a Student computer, the [T2K] Student entry is notrequired.

Information passed to/from Student 1 and Table 1 would be placed in adirectory, for example, “C:\SylvnDev\Teach 2000\Msgs\Table1\Student1”.In this directory are two .INI files, T.INI for the teacher and S.INIfor the student. An .INI file example:

[Msgs]

NextSendMsg=1

NextRecvMsg=1

The Msgs section has two values ‘NextSendMsg’ and ‘NextRecvMsg’. Whenthe Teacher wants to send a message to the Student, the Teacher programreads [T.INI][Msgs]NextSendMsg to get the number of the next message tosend. It writes a file named ‘S00001.$$$’ and increments the[T.INI][Msgs]NextSendMsg. The Student program has a thread runninglooking for the [S.INI][Msgs]NextRecvMsg number. Likewise, the Teacherprogram has three threads running, one for each student. It watches forthe file numbered [T.INI][Msgs]NextRecvMsg to appear.

Overview of Method and System

The automated computer-based student management and instructionalmaterials delivery method and system according to the present inventionassists in tutoring activities including instructional materialsdelivery, student progress tracking, student testing, and management.

Specifically, the system automates the instructional materials delivery,student records, and progress tracking functions in a computer-basedsystem. The primary unit comprises a teacher workstation 20 and studentworkstations 22 disposed in a single U-shaped table 25, as shown in FIG.2. A number of students 23 and one teacher 21 will work at each table25. The teacher as well as each of the students at the table 25 willhave a workstation 20,22, a pen-based display tablet connected to theserver and central processing unit 10. The student workstations 22 andteacher workstations 20 are networked and can be housed in a singlesystem unit, or multiple, small stacked enclosures. The teacher has asmall keyboard (not shown in FIG. 2) in addition to a pen-based computerdisplay and input.

The teacher uses his/her pen-based tablet workstation 20 to view theteacher workbook generated by the student profile for each student atthe table 25. With a tap of the computer pen stylus, a teacher can viewthe detailed prescription, or assembled set of instructional materials,for any profile item. Once the teacher selects a prescription orparticular instructional material, a graphic image of the textbook,worksheet or problem set is sent to the student workbook and displayedon the student workstation 22 or pen-based tablet. The student can writeon their own workstation 22, work through problems, make notes, and dothe tasks assigned by the teacher. The teacher can read what thestudents have written at any time, and can archive or print thestudent's work as needed. Finally, the teacher can update the student'sprofile showing work completed, scores on mastery tests (DPs), and othernotes.

The system also enables students to use interactive multimediainstructional software to reinforce, practice, and assess skills orlearning objectives. Each student workstation comprises a standard PCcapable of running off-the shelf software.

The present invention meets the goal of developing a new automatedinstructional material delivery and student management system to replacethe book-and-paper materials and manual records.

The system and method of the invention facilitates instructionaldelivery, manages and tracks student progress, delivers assessment anddiagnostic test batteries through an automated system and providesadditional practice and learning opportunities for students. The systemreduces instructional support time and costs, increases a teacher'scapacity to work with additional students at the same time. Thisefficiency generates new revenues for learning centers incorporating thesystem, thereby increasing profits. By tracking student progress througheach instructional hour, the system supports accurate program, teacher,materials, and effectiveness studies. The system streamlinesadministration, reduces paperwork and eliminates redundant recordkeeping. The system is engaging to students, thus increasing enrollmentand the period of time a student remains enrolled, facilitating newproduct development in instructional materials, enhancing qualitycontrol, and improving data collection.

The system of the invention enables teachers to deliver instructionswith greater quality. Teachers can be given automatic, expert guidanceand recommendations resulting in increased educational standards.

The system provides all instructional materials on hand whenever theyare needed, the right materials can be given to students when they needit. Those materials which prove to be most successful with variousstudents can be automatically favored by the system.

The system also delivers all instructional materials in a timely manner.Record keeping and student tracking is automatic, and student workbookswill be complete, up-to-date, and appropriately tracked. The systemautomatically links comments and notes between the teacher and Directorof Education, and any documentation required for parent conferences, forexample, are automatically maintained.

The system enables educational or learning centers to be responsive tostate and local needs, course material or software additions andchanges, as well as customer and center requirements.

The system is flexible and adaptive, it delivers appropriate materialsto suit teacher, school or center, and student needs. The systemdelivers book, worksheet, and notebook pages, as well as instructional,simulation, practice, or other software. New courses and materials canbe readily incorporated into the curriculum by updating the systemsoftware without extensive operation or training changes.

State or local course differences, competencies, or other requirementsand materials can be readily accommodated by the system. The systemprovides consistent administration and enables customization andenhancement for materials delivery, course content, initial and on-goingassessment, and new skill development.

The system can be utilized to support corporate, franchise andcontract-services learning centers by providing a more marketableinstructional delivery model.

The system is streamlined, and offers an efficient, automated studenttracking, instructional delivery and administration environment. Recordsare easier to maintain and use for center staff, and easier tounderstand and appreciate for parents.

New curriculum materials and methods are quickly added or updated incenters on a small or large scale through software updates. New modes ofassessment and practice are also incorporated into the system withminimum training and expense.

The system enables a teacher to work with three or more students at atime while maintaining a preferable standard three-to-one ratio. Afourth student, for example, could run computer simulation or practicewhile three other students are engaged in a typical learning course.Every four hours, for example, a student could rotate through anon-supervised “software” hour and gain valuable skill-building support.

The system is operated in a consistent manner using automation, andteachers or learning center personnel no longer have to pull materials,move around student notebooks, or duplicate student records.

The system reduces costs because instructional materials are loaded assoftware or electronically stored data and learning center staff do nothave to pull or re-file books. Records are maintained automatically anddata does not have to be re-copied or transferred.

The system tracks instructional materials delivered to students, andcalculates, if necessary, cost information for billing students or thelearning center for compensating owners of copyrighted instructionalmaterials or some other source of the materials, such as a maincorporate office.

The system automatically captures and reports all relevant testinginformation. Pre-test and post-test data collection and reporting arestreamlined. Demographic information and skill gaps can be tracked byregion, or other characteristic, providing useful statistical data andmarketing information.

Because the system is a computer-administered test battery, it deliversa consistent, thorough, high-quality test.

Learning centers can be prevented from altering or skipping steps in thetest battery using the system of the present invention. All phases ofadministration, scoring, diagnosis and prescription-writing can bestandardized and delivered in a consistent way.

While the present invention has been illustrated by a number ofpreferred embodiments, one of ordinary skill in the art will recognizethat deletions, additions, modifications and improvements can be madewhile remaining within the scope and spirit of the appended claims.

1-39. (canceled)
 40. A computer network for establishing learningsessions, comprising: a central station, a plurality of studentworkstations; a plurality of teacher workstations; a database that storestudent profiles, each student profile specifying a learning objectiveassociated with a student at a student workstation, said centralworkstation retrieving the student profiles and supplying softwaremodules to the plurality of the student workstations and plurality ofteacher workstations, wherein each student workstation runs the softwaremodule supplied from the central station to generate a student workbookpersonalized for the student in accordance with a corresponding studentprofile, said student workbook providing a user interface for thestudent during a learning session to interact with a remote teacher at ateacher workstation, and wherein each software module supplied to ateacher work station generates a teacher workbook providing a teacher atthe teacher workstation a user interface to select student recordsassociated with any one of a plurality of students, each selectedstudent record including a listing of one or more instructionalmaterials related to a learning objective associated with a student. 41.The computer network of claim 41, wherein each teacher workbook is usedfor assembling instructional materials and forwarding the assembledinstructional materials to one or more student workstations.
 42. Thecomputer network of claim 40 further including a director workstationused by a director, other than the teacher, to review teacher notesstored in a section of a teacher workbook.
 43. The learning system ofclaim 42, wherein the director workstation allows the director to reviewinformation about students and assign instructional materials to bepresented to such students.
 44. The learning system of claim 42, whereinthe student profiles are changed based on input from the director.